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Megan Kuhfeld

James Soland, Megan Kuhfeld.

Survey respondents use different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest.  For example, respondents may be more likely to use the extremes of the response scale independent of their true score.  Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on survey data.  While some initial studies examine the effect of response styles on survey scores in longitudinal analyses, the issue of how response styles affect estimates of growth is underexamined.  In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.  Generally, we found that response styles can affect estimates of growth parameters including the slope, but that the effects vary by psychological construct, response style, and model used.

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Megan Kuhfeld, James Soland, Christine Pitts, Margaret Burchinal.

Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.

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